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Visiting Professor Regan (chair); Associate Professor Buck; Visiting Assistant Professor Sandler; Lecturers Gurney, Charles, and Sale
The Bates College Department of Education seeks to foster the democratic possibilities of schooling through the study of American public education and other comparative systems. The aim of the department is to create an environment in which students and faculty together analyze the complex dynamics between the purposes and products of schooling, and the social structures and cultural processes that constitute the broader context for education. In particular, the department aims to nurture in students the development of these qualities:
Critical action and civic responsibility: The department wants students to develop a sense of social responsibility and concern for the common good, and so encourages them to become involved in the local community and beyond through fieldwork, service-learning projects, policy analysis, student teaching, and empirical research.
Reflection and engagement: In the department's vision of education, reflection and engagement work together to deepen students' understanding and foster their personal growth.
Imagination and a passion for learning: With imagination, a passion for learning, and the skills and knowledge they develop, students are well-prepared to pursue their interests in education.
Commitment to social justice: Throughout the program, students are encouraged to recognize and address the influence of social context on the democratic possibilities of schooling.
Because education itself is an interdisciplinary area of study, the education department offers courses that attract students with a variety of interests. Some pursue educational studies as part of their exploration of liberal arts at Bates. Some want to teach immediately after they graduate from Bates or following graduate study. Others link their interest in social institutions, public policy, community, or families and children to a direct and deeper understanding of American schools. Many students simply want to know more about education so that they can be better prepared to fulfill their future roles as citizens and parents. To encourage the integration of theory and practice, education courses require a field placement in a local school or community setting. Students are expected to reflect systematically on the larger questions surrounding educational structures and practices raised through field experiences. More information on the education department is available on the website (www.bates.edu/EDUC.xml).
Minor. The Bates Department of Education offers a minor in education with two strands available—teacher education and educational studies—for students interested in connecting their academic interests in a major discipline with the field of education. In both strands, students are required to take Education 231, Perspectives on Education. This course introduces students to the field through foundational perspectives that stimulate further interest in education; it is open to first-year students. Students interested in declaring a minor in education are encouraged to come to information sessions offered twice during the academic year and to make appointments with education faculty for early planning and advisement.
Teacher education offers graduates the ability to complete certification as public school teachers (7–12) in several disciplines including English, social studies, science, mathematics, and modern languages (K–12). Certification in art or music may be available through transcript analysis; interested students should consult the director of teacher education. The program is approved by the Maine State Board of Education, and students who receive Maine certification gain opportunities to teach through reciprocity with approximately forty other states. Some students may choose to enroll in the teacher education program even if they are interested in teaching in an independent school where certification is not required because they gain significant experience in the classroom and thus are better prepared for the challenges they will face when they enter a classroom on their own for the first time.
Educational studies offer students the opportunity to pursue a set of courses that are designed around students' emerging interests in a major and their developing goals for future work and study in educational fields. Many students interested in eventual certification at the elementary school level gain significant background and experience in the electives offered by the department and prepare for certification through summer programs or graduate school.
Students who wish to pursue a minor in education in either teacher education or educational studies should begin planning their course schedules no later than the sophomore year. With early planning they will be able to meet all of the requirements for a major and minor and to spend some time in off-campus study as well. Those students interested in certification need to think about how to manage the demands of student teaching in their senior year with their course work and thesis.
Minor in Education (Teacher Education Strand). Requirements for the College's recommendation for certification in Maine as secondary school teacher include: 1) Education 231, 362; a department elective; and all of the following: 447, 448, 460, and 461, including field experience in conjunction with each of these courses; 2) a major in an appropriate teaching field, although some fields may require additional courses; 3) fulfillment of the College's General Education and other degree requirements; and 4) fulfillment of state requirements, which include passing a standardized test and fingerprinting. Note that licensing of teachers is a state function; requirements differ from state to state, and these rules change frequently. Courses and experiences other than those offered at Bates may be required. Students interested in certification should consult with a faculty member as early as possible to plan for required course work. Applications must be completed by 1 March of the sophomore year.
Minor in Education (Educational Studies Strand). Students choosing this option must complete seven courses. This minor requires that six of the seven courses be Department of Education courses. Education 231 is required for all students. Each education course requires at least thirty hours of field experience (such as tutoring or action research) in educational settings or fieldwork related to education more generally, such as research on policy. Students may apply to have an off-campus program or course count as one of the six required education courses. These requests require the prior approval of education faculty. For the class of 2012 and beyond, students are required to take Education 450 (Seminar in Educational Studies) in the fall of their senior year, which carries a thirty-hour field placement requirement. Students design and complete a culminating project in educational studies, which may include an extension of field placements as appropriate. For the class of 2011, at least one field experience may be extended to the equivalent of a semester-long experience of at least seventy hours as an alternative to Education 450. Students may also meet this requirement in other ways, such as a faculty-approved and supervised placement in a semester when they are not currently enrolled in an education course, a field-based thesis study, or an off-campus program with prior departmental approval and appropriate documentation. Students are strongly advised to begin preliminary planning and application as soon as possible. A planning form must be submitted by 1 March of the sophomore year.
Pass/Fail Grading Option. Pass/fail grading may be elected for courses applied toward the minor.
Title II "Report Card." An amendment to Title II, Higher Education Act (HEA), passed by Congress in 1998, requires that states and institutions with teacher-preparation programs annually report to the public certain program information, including the pass rates of program participants on assessments required by the state for teacher certification. Maine requires Praxis I tests in reading, writing, and mathematics as well as the Praxis II subject matter test in the chosen area of certification. Bates College requires only Praxis I passing scores for consideration of program completion. 100 percent of Bates student teachers during 2008–2009 who took the Praxis I examination earned passing scores required for program completion and for Maine certification. 100 percent of those students taking Praxis II earned passing scores in each student's respective academic content area. Eight students were enrolled in the program as seniors in 2008–2009 (a student-faculty ratio of approximately 3 to 1). The current requirement for clinical experience in the program is 450 hours. Further information about the program's annual report is available from the chair of the department and the director of the teacher education program.
EDUC 231. Perspectives on Education.This course introduces students to foundational perspectives (anthropological, historical, philosophical, psychological, and sociological) about education and their relationships to the realities present in contemporary schools and classrooms. Students consider several large questions: What should be the purpose of education in a democratic society? What should be the role of the school? What should be the ideal of an educated person? Should this be the same for all students or differentiated in some way for particular individuals or groups of students? Who should participate in making decisions about schools? Students must complete at least thirty hours of fieldwork. Not open to students who have received credit for Education 231A or 231B. Open to first-year students. Enrollment limited to 28. Normally offered every semester. Staff. Concentrations | Interdisciplinary Programs.
EDUC 240. Gender Issues in Education.This course considers education, especially classroom teaching, in relation to recent theory and research on gender. In addition to providing a feminist philosophical perspective on education, the course explores the implications of gender, race, class, and sexual orientation on ways of knowing, developing, and interacting for K–12 curriculum and classroom practice for both males and females. A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 25. [W2] H. Regan. Concentrations | Interdisciplinary Programs.
ED/SO 242. Race, Cultural Pluralism, and Equality in American Education.Through thematic investigation of school segregation, desegregation, and resegregation, this course explores the question: What would equal educational opportunity look like in a multicultural society? In light of contextual perspectives in educational thought, the course confronts contemporary debates surrounding how the race/ethnicity of students should affect the composition, curriculum, and teaching methods of schools, colleges, and universities. Specific issues explored include bilingual education, college admission, curriculum inclusion, desegregation, ethnic studies, and hiring practices. A thirty-hour field experience is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] P. Buck. Concentrations
EDUC 245. Literacy in Preschool and Elementary Years.This course examines how literacy is defined and developed through a child's early and elementary years from a variety of perspectives: social, educational, political, and linguistic. Students connect these theories with practice by exploring various methods and materials that foster literacy development in elementary students and by doing fieldwork in local schools. Working collaboratively with classroom teachers, students design and implement literacy development strategies and projects with elementary students. A thirty-hour field experience is required. Recommended background: Education 231 and Education/Psychology 262. Enrollment limited to 25. [W2] A. Charles. Concentrations
EDUC 250. Critical Perspective on Teaching and Learning.This course examines and critiques shifting historical and contemporary notions of good pedagogy, curriculum, and assessment through the lens of critical theory. Particular emphasis is given to the ways teaching can contribute to social justice, i.e., teaching that critiques and transforms, that is culturally relevant, and that engages in activism. A thirty-hour field placement is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] H. Regan. Concentrations | Interdisciplinary Programs.
ED/PY 262. Community-Based Research Methods.This course introduces research methods through collaborative community partnerships. Students collaborate with local professionals such as teachers on research projects that originate in their work sites. Class meetings introduce design issues, methods of data collection and analysis, and ways of reporting research. Prerequisite(s): Psychology 218 or Education 231. Enrollment limited to 15 per section. [W2] Normally offered every year. G. Nigro, K. Scottham. Concentrations
DN/ED 265. Teaching through the Arts.This course provides students an opportunity to explore teaching in and through the arts. The class addresses education theory and policy, practical aspects of using the arts as teaching practice, and considers career options. Class sessions include large and small group work, participatory experiences, lectures, group discussions, and student-led activities and presentations. Through a thirty-hour field placement in community schools, students experience the challenges and delights of using the arts in teaching. Enrollment limited to 18. B. Sale. Concentrations
EDUC 270. Educating for Democracy.Troubling voter turnout rates and levels of civic participation in the United States raise questions about the health of our democracy. Youth, in particular, express a sense of alienation from government and formal political processes. What does this say about education for democracy? If education is vital to the success of democratic governance, what might be done in schools and other educational institutions to better engage young people in public life? This course explores the relationship between education and democracy and various approaches to civic and citizenship education. A thirty-hour field experience is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. Staff. Concentrations
ED/WS 280. Globalization and Education.We live in an era characterized by global flows of ideas and information, commodities, and people. In this course students examine the impacts of globalization upon educational policy and practices. Students explore how these transformative forces influence the educative process in different geographical, national, and cultural contexts. Topics address a set of concerns with enduring resonance to the field of educational studies, including social inequity and change; relations of power; and constructions of race, gender, and social class. A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 28. [W2] P. Buck. Concentrations
EDUC 320. Community Education/Community Action.Education at its best builds on the strengths and actively addresses the needs of communities and neighborhoods. This guiding philosophy is manifested in the development of full-service community schools, after-school programs, adult and cooperative learning programs, and grassroots efforts to educate for social change. This course offers an introduction to the theory and principles of community education as well as engagement in community capacity building through service-learning projects. The course is well-suited to students committed to service-learning and centers on partnerships with schools and a variety of organizations in the community. A thirty-hour field placement is required. Enrollment limited to 15. P. Buck. Concentrations
EDUC 325. Art Museum Education.In conjunction with a field placement in the education department of the Bates College Museum of Art, students develop and present units of instruction and/or educational experiences and materials for community members as well as for precollege students, utilizing the museum's collection. Students explore the field of art education in the context of the art museum. Students interested in art museum education should discuss their interest with the curator of education at the Bates College Museum of Art and the course instructor at least one semester in advance. Prerequisite(s): two courses in art and visual culture and two courses in education. Normally offered every other year. B. Sale. Concentrations
ED/WS 330. Gender, Power, and Leadership.This course examines classic and contemporary conceptualizations of gender, power, and leadership; the interactions among them; and the implications of these interactions for the practice of leadership in education and other fields of student interest. A thirty-hour field placement is required. Prerequisite(s): a combination of any two courses from education, politics, sociology, or women and gender studies. Not open to students who have received credit for Education/Women and Gender Studies s29. Not open to students who have received credit for ED/WS s29. Enrollment limited to 18. [W2] H. Regan. Concentrations
EDUC 343. Learning and Teaching: Theories and Practice.Students explore learning and teaching with an emphasis on reflective practice. They consider various theories and research on learning and motivation, educational philosophies, and current issues, such as the standards movement and standardized testing. This knowledge serves as a basis for critically examining curriculum development, classroom practice, and the roles of teachers and students in today's schools. Students apply what they learn by creating and teaching a mini-curriculum unit in a local classroom. The teaching fulfills part of the required thirty-hour field experience for the course. Recommended background: Education 231, Psychology 101. Enrollment limited to 15. B. Sale. Concentrations
EDUC 355. Adolescent Literacy.This course examines various perspectives on and issues in adolescent literacy in today's middle and high schools, focusing primarily on critical sociocultural frameworks for the study of current practices and beliefs. Topics include not only "what" we mean by literacy, but also "how" youths today make meaning within various discourse communities and contexts. Topics include multiple literacies, literacy across the curriculum, the influence of complex technologies, diverse learners, and current policies and paradigms influencing instruction. This course interweaves theory with practice through a required thirty-hour field placement in a local middle or high school. Recommended background: Education 231. Enrollment limited to 25. [W2] A. Charles. Concentrations
EDUC 360. Independent Study.Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Normally offered every semester. Staff. Concentrations
EDUC 362. Basic Concepts in Special Education.Students learn the legal requirements (IDEA, ADA) for providing special services to and the characteristics of students who need additional support to learn. They explore a variety of strategies and modifications teachers can use to help students with various learning differences, styles, and abilities succeed in the mainstream classroom. They critically examine how differences in students' gender, cultural, socioeconomic, racial, and ethnic backgrounds affect the quality of the education they receive. A thirty-hour field experience is required. Because this course is required for certification as a teacher in Maine, it is also required for Bates students pursuing the minor in Teacher Education. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] Normally offered every year. A. Charles. Concentrations
EDUC 365. Special Topics.A course or seminar offered from time to time and reserved for a special topic selected by the department. Staff. Concentrations
EDUC 378. Ethnographic Approaches to Education.This course provides an introduction to fieldwork for those planning to conduct qualitative research for a thesis in the social sciences. Ethnography focuses on the daily lives and meaning-making processes of people who associate regularly in local networks, institutions, or communities. Ethnographers observe, interview, and participate in the routine activities of the people they study. They also explore the connections between locally situated activity and broader realms of symbolic meaning and social organization. This course introduces students to interpretive methods with which to examine the webs of meaning that give shape to educational spaces. Through active engagement in empirical research in educational settings across the Lewiston-Auburn community, students grapple with theoretical assumptions, procedures, and standards of quality in ethnographic research. A thirty-hour field experience is required. Not open to students who have received credit for Anthropology/Education 378. Not open to students who have received credit for AN/ED 378. Enrollment limited to 15. [W2] P. Buck. Concentrations | Interdisciplinary Programs.
ED/SO 380. Education, Reform, and Politics.The United States has experienced more than three centuries of growth and change in the organization of public and private education. The goals of this course are to examine 1) contemporary reform issues and political processes in relation to the constituencies of school, research, legal, and policy-making communities and 2) how educational policy is formulated, implemented, and evaluated. The study of these areas emphasizes public K–12 education but includes postsecondary education. Examples of specific educational policy arenas include governance, school choice (e.g., charter schools, magnet schools, and vouchers), school funding, standards and accountability, and parental and community involvement. A research-based field component of at least thirty hours is required. Recommended background: one or more courses in education and sociology. Enrollment limited to 15. H. Regan. Concentrations
EDUC 447. Curriculum and Methods.This course continues study of the concepts needed to understand curriculum design and program evaluation, and helps students develop the skills needed to design and teach curriculum units in their subject area. The course is part workshop: as part of the seminar (448, taken concurrently), students plan, develop, teach, and evaluate their own curriculum units. At the same time, students read about and reflect on classic questions in curriculum and instruction, such as: To what extent are teachers responsible for developing their own curriculum? Should curriculum and instruction focus on transmitting established knowledge, developing individuals' talents, or preparing successful members of society? Can teachers assess students' knowledge in ways that allow them to learn from the assessments? What particular teaching methods are appropriate for the different disciplines? Students develop a repertoire of methods to use in student teaching and in future teaching. Prerequisite(s): Education 231 and 460. Corequisite(s): Education 448 and 461. Normally offered every year. A. Charles. Concentrations
EDUC 448. Senior Seminar in Teacher Education: Reflection and Engagement.The seminar helps students reflect on and engage with their experiences as teachers. Students are encouraged to develop their own philosophies of education and to use these philosophies in planning and teaching their classes. The seminar also addresses three areas of practice—technology, community-based, and interdisciplinary approaches—and helps students incorporate these into their teaching. Prerequisite(s): Education 231, 362, and 460. Corequisite(s): Education 447 and 461. Instructor permission is required. Normally offered every year. A. Charles, B. Sale. Concentrations
EDUC 450. Seminar in Educational Studies.Required of all students in the educational studies minor, this seminar helps students to reflect upon and synthesize their previous education courses, courses in related fields, and their field experiences. Students produce and present a culminating project. A thirty-hour field placement is required. Prerequisite(s): Education 231 and three additional courses in education. Open to seniors only. Normally offered every year. P. Buck. Concentrations
EDUC 460. Student Teaching I.This is an intensive field experience in secondary education. Students begin by observing a host teacher in their academic field, spending one or two class periods each day in the middle or high school. Soon they begin teaching at least one class per day. In regular, informal meetings, they are guided and supported by their host teachers and a supervisor from the Bates Department of Education. Students also meet for seminar sessions at Bates to address conceptual matters and to discuss problems and successes in the classroom. These seminars include workshops in content area methods and extensive informal reflective writing. Students begin to move toward proficiency in four areas of practice: curriculum, instruction, and evaluation; classroom management, interactions, and relationships; diversity; time management and organizational skills. Prerequisite(s): Education 231 and 362. Instructor permission is required. Normally offered every year. A. Charles, B. Sale. Concentrations
EDUC 461. Student Teaching II.This course continues and deepens the experiences and reflection begun in Education 460. Students spend four or five class periods each day in a local middle or high school observing, teaching, and becoming fully involved in the life of the school. Students continue to meet regularly with their host teacher and Bates supervisor. Integrated into the seminar (448), students spend extensive time planning their classes and reflecting in writing on their experiences. Prerequisite(s): Education 231, 362, and 460. Corequisite(s): Education 447 and 448. Normally offered every year. A. Charles, B. Sale. ConcentrationsShort Term Courses
EDUC s19. Theory and Practice of Writing and Tutoring.Winston Churchill is supposed to have asked, "How can I tell what I think until I see what I've said?" This course explores the intersection of thinking, learning, and writing in the academy, and in particular, the teaching and tutoring of writing. Students consider readings in current composition and peer-tutoring theory and practice and have opportunities to apply and practice a variety of writing and tutoring strategies in and out of class. The course serves as a foundation for students seeking to become peer writing assistants and those interested in teaching writing at the secondary level. Enrollment limited to 20. J. Cole. Concentrations
EDUC s25. Democratic Dialogue.How do democratic citizens talk and reason together in order to reach collective decisions? How are ideals of equality, respect, inclusion, and civility modeled in such processes? In recent years the theory of deliberative democracy, as well as practical models of deliberation and dialogue, have gained attention in a variety of national and international contexts ranging from scholarly research and policy formulation to grassroots political organizing. This course explores the theoretical underpinnings of deliberative democracy and experiments with specific approaches to dialogue, particularly in relationship to public policy and uses of dialogue in educational settings. A thirty-hour field experience is required. Enrollment limited to 30. Staff. Concentrations | Interdisciplinary Programs.
EDUC s27. Literacy in the Community.The field of "new literacy studies" calls into question the traditional emphasis upon discrete reading and writing skills. In an expanded definition scholars place literacy within anthropological and cross-cultural frameworks that attend to the embeddedness of reading and writing practices within families, communities, and cultures. This course introduces students to the literature of new literacy studies and educational anthropology in conjunction with a thirty-hour service-learning placement in the Lewiston area. The course also offers an introduction to English Language Learning pedagogy. Students are asked to investigate the impact culturally informed knowledge and experience have upon the literacy practices of those community members with whom they work closely. Enrollment limited to 30. Normally offered every year. P. Buck, A. Charles. Concentrations | Interdisciplinary Programs.
ED/EN s28. Children's Writing Workshop.Students read and discuss a wide range of literature for and by children as well as pertinent critical studies, and travel weekly to Dunn Elementary School in New Gloucester to work with third, fourth, and fifth graders on well-known poetry and fiction as well as the children's own creative writing. With help from the children, they produce a classroom magazine and organize a poetry/fiction reading. A thirty-hour field experience is required. Prerequisite(s): one course in either English or education. Enrollment limited to 12. L. Nayder. Concentrations
DN/ED s29A. Tour, Teach, Perform I.This course uses the diverse collective skills of the students in the class as base material for the creation of a theater/dance piece that tours to elementary schools. The first two weeks are spent working intensively with a guest artist to create the performance piece. The remaining weeks are spent touring that piece, along with age-appropriate movement workshops, to elementary schools throughout the region. This course open to performers and would-be performers of all kinds. Open to first-year students. Enrollment limited to 20. Normally offered every year. Staff. Concentrations
DN/ED s29B. Tour, Teach, Perform II.Continued study of the integration of dance and other arts for the purpose of producing a performance piece for elementary school children. Students participate in all aspects of creating the performance, encompassing a wide variety of topics and movement-based performance styles, and developing a creative movement workshop to be taught in the classrooms. This course is open to performers and would-be performers of all kinds. Prerequisite(s): Dance s29A. Enrollment limited to 6. Normally offered every year. Staff. Concentrations
DN/ED s29C. Tour, Teach, Perform III.Further study of the integration of dance and other arts for the purpose of producing a performance piece for elementary school children. Students participate in all aspects of creating the performance, encompassing a wide variety of topics and movement-based performance styles, and developing a creative movement workshop to be taught in the classrooms. This course is open to performers and would-be performers of all kinds. Prerequisite(s): Dance s29B. Enrollment limited to 4. Normally offered every year. Staff. Concentrations
EDUC s50. Independent Study.Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term. Normally offered every year. Staff. Concentrations


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If you know of more people who worked on this cartoon, or want to submit additional production information about Hayaku Fuke Fuke Hoshi No Kaze, please submit your information here.
- Original Concept: Hajime Yatate, Ouji Hiroi.
- Series Composition: Takao Koyama, Yoshimasa Takahashi.
- Script: Hiroko Naka, Hiroyuki Kawasaki, Ryousuke Takahashi, Shizumu Higa, Shuji Iuchi, Takao Koyama, Yoshimasa Takahashi.
- Art Director: Shigemi Ikeda.
- Character Design: Toyoo Ashida.
- Mecha Design: Kazunori Nakazawa.
- Storyboards: Ikuro Sato, Masamitsu Hidaka, Motosuke Takahashi, Nobuhiro Kondo, Satoshi Nishimura, Shinichiro Watanabe, Shougo Kawamoto, Shuji Iuchi, Yoshitaka Fujimoto, Yutaka Kagawa.
- Animation Director: Hiromi Matsushita.
- Key Animation: Hiromi Matsushita.
- Director of Photography: Atsushi Okui.
- Sound Director: Sadayoshi Fujino.
- Music: Hayato Kanbayashi, Jun'ichi Kanezaki, Satoshi Kadokura.
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Spring cleaning for the inner parts
2 people found the following review helpful
Posted by Reviewer1566526 From New York on May 09, 2011
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Love the product. Good way to clean intestines. It also helps me curb some of my cravings for sugary snacks.
Great so far...
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Weight loss help
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Not only did I lose weight while detoxing, I felt better. Its amazing how much gunk stays in our guts. An excellent and safe way to keep your body clean.
Enzymatic Therapy, Whole Body Cleanser Kit, 3 bottles
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This product is terrific! I just completed my first detox program and I feel much more energetic and regular. It is a mild program (as advertised), but very effective - and it didn't cause any metabolic disruption; I was able to follow my work schedule and appointments just as before. Excellent product for a very affordable price.
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This was my first body cleanse. I found it to be very gentle. I followed the suggested foods and 20 minutes of walking per day. I was a little disappointed to not have any weight loss or inches lost around my middle. I didn't really feel any difference in my energy or any 'lightness'. I may give this another try in about 3 months.


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Contact Our New Mayor, Marty Walsh, and Ask for a New Study
Marty Walsh issued a statement Thursday, August 22, 2013 in support of a new bridge to replace the Casey Overpass:
"I am calling on Mass DOT to fairly evaluate the option of replacing the Casey Overpass with a beautiful modern bridge that reflects the Olmsted tradition that protected this area for so long, a bridge that will unite and connect communities."
Dorchester Resident Asks Mayor Walsh for Casey Moratorium
What the JP Gazette Will Not Report on the Casey Project
Two recent JP Gazette articles on the Casey Overpass Project have been incomplete at best and could be called bad reporting. Letters to the editor attempting to correct and clarify were not printed. Here are the facts:
"Casey project timeline delayed (Nov. 22)" implies that MassDOT's Casey Arborway project to remove and not replace the bridge in Forest Hills is behind schedule because of Massachusetts Historical Commission (MHC) review of the proposal to destroy Shea Circle, a National Register-listed historic resource.
Shea Circle historic review: MassDOT, not MHC, is causing the delay.
1. It failed to follow state regulations that say "notice should be given to the MHC as early as possible in the [project] planning process." MassDOT waited until it finished planning and was into design to notify MHC of its plans to obliterate Shea Circle, pretty late for MHC to comment effectively. How strange that MassDOT, always claiming time was critical, did not take obvious steps to avoid delays with MHC's review.
2. MassDOT dragged its feet responding to MHC's requests and again did not follow regulations to begin resolving issues within 15 days of MHC's ruling (Jan. 8, 2013). MassDOT waited five months to communicate with MHC.
3. In June 2013 MassDOT ignored MHC's requests for new alternatives to avoid impacts to Shea. At MHC's Aug. 23 meeting, MassDOT still had nothing new to present, but committed to providing the requested material "in two weeks." It was finally delivered three months later on Nov. 20. Now, tell me—who is responsible for the delays? It looks to me like it's MassDOT.
MassDOT Waffles on Source of Project Funding
"Casey funding source named; historic review pending" (Dec. 6 article) reads as if Gazette reporter Rebeca Olivera didn't attend the Nov. 19 DAG meeting. The article states MassDOT is "actively exploring the use of funds from a state bond bill." Yet at the meeting MassDOT representative Steve McLaughlin emphatically stated "we have the money" and "what difference does it make" what the source of the money is? It matters because:
1. MassDOT wants to advertise the project now and seems to be scrambling for funding. MassDOT's months of claims it has plenty of money are now dubious and leaves one wondering what else is not as MassDOT claims.
2. After repeated requests to explain why non-Accelerated Bridge Program funds were being used, McLaughlin finally said, "So we can go beyond the 2016 [Accelerated Bridge Program] deadline." The Gazette's failure to mention MassDOT's version of the funding issue was contrary to that stated at the meeting is bad reporting and allows more the shading of the truth that has characterized the Casey project.
3. This last fact is critical: MassDOT stated Nov. 19 construction will be done Sept. 30, 2016, "at 5:00 p.m." Then it said it wants outside funds so it can "go beyond the 2016 deadline." What's the truth? The reporting of the Nov. 19 meeting omitted key facts that make a difference.
Devil in the Details "Walk the Line" video: Check out this fascinating short video about some of the proposed new "enhanced" crosswalks at Forest Hills after the Arborway nightmare is built. Do you think the 115-foot-long crosswalk is the one Sec. of Transportation calls an improvement in his June letter? Watch the 2:36-minute video on Facebook or YouTube.
City Actively Promoted At-Grade Scheme While Claiming it Had no Position: E-mails bought through a $440 Public Records Request show that some members of the Menino administration called a hand-picked group of people to encourage them to attend the Sept. 13, 2011, public meeting on Casey alternatives. Although the e-mails do not describe the nature of the "messaging" mentioned by BTD Commissioner Tinlin, the City employees in the e-mails seemed intent on making sure a list of seven people not only attend the meeting but also speak. City officials in the JP Gazette (Aug. 3, 2013) denied prepping anyone on what to say despite discussing "messaging" for the calls. So if the City wasn't promoting the at-grade scheme and wanted to escape scrutiny, why would BTD Commissioner Tinlin ask, "No fingerprints?"
Click here for redacted (by BFH) copies of the "No fingerprints" e-mails and other revealing e-mails.
Click to see letter for how MassDOT now explains its support for the at-grade and BFH's comments.
Truth about how MassDOT misled the public about Shea Circle revealed. An independent state agency—one not controlled by Gov. Patrick—has exposed the charade run by MassDOT's Casey Overpass team involving Shea Circle, a National Register-listed historic resource.
1. During the planning study, MassDOT never revealed to the WAG and public that Shea Circle is a historic resource and that it's obligated per CMR 950 71:07 to "eliminate, minimize, or mitigate adverse effects." The status of Shea Circle is listed in a public-access database on the Mass. Historical Commission website. A professional could find out its historic status in 7 minutes.
2. Further, MassDOT maintained for 11 months it had "consulted with" MHC and had done preliminary outreach and implied there would be no problem eliminating Shea Circle. None of this was true. MHC does not engage with a proponent until it receives an official submission for review. That submission was the ENF, filed in Nov. 15, 2012. MHC responded on Jan. 8, 2013.
3. On May 22, 2013, MassDOT said, "The effect finding has essentially been made; it's the mitigation that we're doing now." MassDOT was ahead of itself, saying what it wanted people to hear. None was true. MassDOT did not submit materials requested in January to MHC until June 21, 2013. Further, it ignored MHC's request to "reconsider and further explore alternatives to avoid or minimize the adverse effect to Shea Circle" instead reiterating its plan to eliminate Shea Circle. MHC did not ask for mitigation—it would be premature.
4. Finally, MassDOT misled the DAG again when it said on May 22, "MHC didn't want to have a meeting at which the public comment was negative because the design had changed...and that's why they are comfortable working through this process with you and letting the design move ahead a little further." (emphasis added). The regulations (CMR 950 71:07) call for the proponent to communicate with MHC as early in the planning process as possible, and MHC commented that it "is concerned to note that MassDOT has progressed to 75% design—a fairly advanced point to be at, without having consulted with the MHC regarding adequate consideration of alternatives." (emphasis added). MHC wants alternatives at this point, not mitigation.
At the initial consultation meeting on Aug. 23, MHC made it clear again it wants alternatives that would avoid or minimize impacts to the historic Shea Circle. MHC stated the fact that Olmsted designed an intersection is irrelevant because the Circle is in the National Register.
Questions: Why didn't MassDOT reveal that Shea Circle is historic for six months? Why the lies and secrecy about Shea Circle designs? Doesn't MassDOT know the regulations? Why the delay consulting with MHC if this project is such a rush job? Stay tuned . . .
Bridging Forest Hills News Coverage
JP Gazette "Casey Arborway will only add to local woes"
The Boston Globe "Key role of bridge at forest hills overlooked"
"Replacement of Casey Overpass will be a rocky road"
Boston Herald "JP overpass blues"
Your health and safety are at risk!
Here's how and why we must demonstrate to those elected to represent us that MassDOT's plan, like I-95 in 1970, is wrong:
1. project has significant regional travel implications that are continually understated.
2. the critical decision period in late 2011, MassDOT overweighted at-grade support from bike and parks
groups while actual users of the bridge had little or no knowledge of the planning study.
3. because "traffic works fine" under the at-grade doesn't mean a six-lane highway with no normal left turns is appropriate here.
4. not too late. The funding will not disappear if MassDOT reconsiders this flawed plan. The 2016 deadline is a MassDOT-imposed deadline. Doing the right thing sometimes takes more time.
So please let your elected officials know you think MassDOT is wrong! Send a short message or call your state representative, senator, and city councilors. Then fill out the Governor's online comment form to let him know.
Contact Governor Deval Patrick's office
Sign the Petition
MassDOT IS GOING TO PERMANENTLY REMOVE THE OVERPASS UNLESS PEOPLE LIKE YOU ACT TODAY! SIGN THE PETITION NOW. SEND EMAILS TO YOUR LOCAL ELECTED OFFICIALS...NOW--links are on left side of this page.
Tell your friends, neighbors, and co-workers!
BRIDGING FOREST HILLS: Statement of Purpose
Bridging Forest Hills is a group of local citizens who believe the MassDOT decision to not replace the Casey Overpass is wrong. The fundamental concept is that every traveling mode is served better with less surface street traffic on the smaller street network required with a new replacement bridge.
Forest Hills is a transportation node for every form of urban transportation. Eight arterial routes converge here: Washington Street from north and south, South Street from north and south, Hyde Park Avenue and Walk Hill Street from the South, The Arborway from the west, and Morton Street/Route 203 from the east. Walkers, bicycles, local traffic, regional traffic, city busses, school busses, taxicabs and trains are all funnelled through this area. It is blessed to be surrounded on three out of four directions by the Arnold Arboretum, Forest Hills Cemetery, and Franklin Park. This is also what creates the transportation funnel with no adjacent transportation routes to alleviate the traffic through this node.
Although there is a popular design concept today of removing urban viaducts as featured in the article "The Life and Death of Urban Highways," this is a bridge, not a viaduct. Many communities around the world have benefited by removing elevated highways, but every other one had other routes to relieve the traffic load, and were not a node with this many arterial routes converging. e.g. With the removal of the Central Artery, all its traffic was put underground!
Some of the many benefits that a new replacement bridge can provide are:
1. Pedestrians and cyclists can cross New Washington St./Arborway easier and safer with a narrower crossing. This is what our bike and pedestrian advocacy groups have been requesting for years, and is best accommodated with a new bridge.
2. On-street cyclists can move throughout the area easier with new bike lanes and fewer cars. Bike lanes were promised from the start of this project, and now MassDOT wants to eliminate them, despite national, state and local guidelines that call for bike lanes. (AASHTO)
3. The 39 bus terminus can stay where it is to minimize travel time for this busy high-priority route. The current plan calls for moving it to behind the Roslindale busses. Not only does this complicate and lengthen bus route 39, but also crimps future transit expansion possibilities.
4. There is no need to rearrange significant MBTA infrastructures.
5. The mid-block crossing from the Southwest Corridor Park can be retained.
6. There is less pavement on the ground with a new bridge, thus more open-space allowing for fabulous Emerald Necklace Parks connections to be made on the ground.
7. Sidewalks on the bridge would provide additional connections, allowing Emerald Necklace park users, both pedestrians and cyclists, to completely avoid 2 major intersections.
8. In addition, sidewalks on the bridge provide views from the Stoney Brook Valley into the surrounding city and parks as well as from downtown to the Blue Hills. It becomes a destination in itself within the Emerald Necklace.
9. Least impact on Route 203 regional traffic providing important access to our hospitals and to Boston's largest growing employment sector of the Longwood Medical & Academic Area.
10. Provides the best opportunity to improve the flow of local traffic in the Forest Hills area, as well as the N/S commuter traffic.
11. Best serves the needs of local businesses and new development with normal traffic patterns and turning movements.
12. Local air quality is improved with less cars stopping and idling on the ground with fewer traffic lights.
13. Although the bridge may create a psychological barrier, this can be overcome with good design. But a 6-8 lane roadway here will be a real physical barrier for anyone passing through.
14. Safety of the traveling public was never rated. Statistically there are fewer accidents when there are fewer cars on smaller streets.
15. A fabulous new bridge will create an iconic focal point for Forest Hills. Modern bridge design would create a much slimmer, sleeker bridge than is there today.
16. The geography lends itself to a bridge because the Arborway comes off a hill that is already at the required elevation.
17. Frederick Law Olmsted, the Emerald Necklace architect, incorporated bridges and separation of modes here and many other of his parks as he designed for contemporary use.
18. We need a different bridge design than the one and only design that was shown in last year's alternatives analysis. The bridge can be designed with much smaller intersections creating the best safety and Level of Service for all.
Recent Interviews Regarding the Casey Overpass Replacement
Bike Advocate Favors Surface Replacement for Overpass from Chris Lovett on Vimeo.
Casey Overpass Debate: for the Bridge from Chris Lovett on Vimeo.
Basic FactsThe existing Casey Overpass is structurally deficient and cannot be rehabilitated. The bridge is so tall because it used to go over the Orange Line and railroad. It is so massive and ugly because it was built in era when aesthetics in urban infrastructure were ignored.
The existing bridge is higher and wider than necessary. Any new structure would be one lane in each direction and lower.
The existing bridge carries 24,000 vehicles per day (vpd) and between 1,350 and 1,700 in the a.m. peak hour. New Washington Street carries about 12,000 vpd.
Few other east-west alternate routes exist, so no traffic is expected to be diverted from this corridor in the future, according to CTPS.
Existing traffic is expected to grow on the overpass by 5% and by 14% on surface streets.
Surface streets and traffic patterns will be improved by removing the massive existing bridge and replacing it or not.
Cost estimates in 2008 dollars to build a new bridge ranged from $57.5 million to $73.7 million.
Why a New Bridge is BetterA Forest Hills bridge is a connector, not a barrier, because it keeps 24,000 vehicles per day that are not going to local destinations off local streets. With the bridge, the traffic volumes on New Washington Street are kept relatively low, about one-third of what traffic volumes would be without a bridge. This is the central argument for building a new bridge—the quality of the pedestrian, auto, bike, and transit experience would be degraded with the addition of 24,000 vehicles per day, the additional lanes required to accommodate these regionally vehicles, the additional signals and travel time required for vehicles to maneuver a contorted and convoluted surface street pattern. A new, modern bridge would allow a simpler, reduced traffic surface street that would help reconnect the area divided by the 1950s Casey Overpass.
Benefits of a New BridgeA new bridge . . .


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Big Night Out Pub Crawl
$17 for The Big Night Out VIP Tour in Queenstown (value $40)
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- Grab a ticket on the Big Night Out VIP Tour of Queenstown for just $17.
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We all have a built in fun-meter that acts similarly to a heart monitor. When we're bored, the fun-meter flat lines and we yawn ourselves into a catatonic state. But when the party's pumping and we're surrounded by awesome people, our fun monitor goes into overdrive and causes us to squeak our rubber soles on the dance-floor all night long. If you need a shot of adrenaline injected directly into your party vein, then you've come to the right place.
Grab your spot on the Big Night Out VIP Tour of Queenstown, a killer trip around the city's hottest spots. It's all arranged for you, and you can bet it'll be a brilliant evening. And today you can snap up your spot for just $17.
Your Big Night Out tour of Queenstown will start with a meeting at Altitude Bar - there'll be a guide, there'll be like minded people, there'll be laughs, games, photos, and HEAPS of free food as you travel from bar to bar. You'll also receive seven complimentary drinks over the night and plenty of discounts at some of the coolest joints in the city. This is strictly R18 so bring your ID - no booking is required, just rock up at Altitude Bar on a night that suits you with your coupon.
Please note: not valid for New Year's Eve.
Big Night Out Pub Crawl
Vinyl Underground
12b Church Street (under Monties)
0800 244 644
Tours run Tuesday - Saturday
ConditionsValid from Dec 20, 2012
Expires Feb 17, 2013
Limit: 1 for you and 10 gifts for others
R18. ID required. Valid for 1 person for 1 night. Not valid for New Year's eve. No refunds, no cash back, not to be used with any other offer.
See the rules that apply to all deals


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In addition to the many options available for undergraduate degrees, Loyola also offers compressed undergraduate/graduate programs in business, criminal justice, education, nursing, and social work. Majors noted with an asterisk (*) indicate that you will take classes at both the Lake Shore and Water Tower Campuses. You'll complete your major coursework for this program at the Water Tower Campus.
|Degree Program
|Web Site
|Visit BBA/MBA website
|BBA/MSA Accountancy*
|Visit BBA/MSA Accountancy Web site
|BA Advertising and Public Relations/MS Integrated Marketing Communication
|BS/MS Applied Human Perception and Performance
|Visit BS/MS Applied Human Perception and Performance Web site
|BS/MS Applied Statistics
|Visit BS/MS Applied Statistics Website
|BS/MS Biochemistry
|BS Biology/MBA*
|Visit BS Biology/MBA Web site
|BS Biology/MEd Secondary Education
|Visit BS Biology/MEd Secondary Education Web site
|BA Chemistry/MEd Secondary Education
|BS/MS Chemistry
|BS Computer Science/MS Information Technology*
|Visit BS Computer Science/MS Information Technology Web site
|BS Computer Science/MS Software Engineering*
|Visit BS Computer Science/MS Software Engineering Web site
|BS/MA Criminal Justice*
|Visit BS/MA Criminal Justice Web site
|BA/MA English
|BS Environmental Sciences/MBA*
|Visit BS Environmental Sciences/MBA Web site
|BS/MSF, BA/MSF, BBA/MSF Finance
|BS Health Systems Management/MBA
|BA/MA History
|Visit BA/MA Web site
|BA/MSIMC Integrated Marketing Communications*
|BS/MS Mathematics and Computer Science
|BS Physics/MEd Secondary Education
|Visit BA Physics/MEd Secondary Education Web site
|BA/MA Political Science
|Visit BA/MA Political Science Web site
|BS Psychology/MA Applied Social Psychology
|BSW/MSW Social Work*
|Visit BSW/MSW Social Work Web site
|BA/MA Sociology
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|BA/MA Theology


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Lower the Cost of College! sponsored by Roger O'Connell State FarmCornelius, NC
Bummer! Sales have ended.
Unfortunately, tickets for this event are no longer on sale.
Event Details
Welcome to this special event sponsored by Roger O'Connell State Farm!
The cost of college continues to rise at alarming rates and, without the facts needed to make great decisions, many families are spending far too much on college and putting their retirement in jeopardy. It doesn't have to be like this!
At this free informational workshop, we will teach you all of the following:
* Keys to maximizing financial aid
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* Strategies to save your retirement goals
Come see why this one workshop can really save your life....savings! Space is limited, so please RSVP today. For questions, please contact SAFE College Funding at 704-708-9949 or email@example.com.


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Dodgers fourth. Ad.Gonzalez singled to right. H.Ramirez struck out. Victorino flied out to right fielder Denorfia. L.Cruz singled to left, Ad.Gonzalez to second. A.Ellis singled to left, Ad.Gonzalez scored, L.Cruz to second. Capuano flied out to left fielder Guzman.
1 run, 3 hits, 0 errors, 2 left on. Dodgers 1, Padres 0.
Dodgers fifth. Punto struck out. Ethier grounded out, second baseman Parrino to first baseman Alonso. Kemp doubled to center. Ad.Gonzalez was intentionally walked. H.Ramirez was hit by a pitch, Kemp to third, Ad.Gonzalez to second. Victorino was hit by a pitch, Kemp scored, Ad.Gonzalez to third, H.Ramirez to second. Vincent pitching. L.Cruz singled to center, Ad.Gonzalez scored, H.Ramirez scored, Victorino to second. A.Ellis singled to center, Victorino scored, L.Cruz to third. Capuano struck out.
4 runs, 3 hits, 0 errors, 2 left on. Dodgers 5, Padres 0.
Dodgers sixth. Mikolas pitching. Punto grounded out, pitcher Mikolas to first baseman Alonso. Ethier grounded out to first baseman Alonso. Kemp doubled to left. Ad.Gonzalez singled to center, Kemp scored. H.Ramirez grounded out, second baseman Parrino to first baseman Alonso.
1 run, 2 hits, 0 errors, 1 left on. Dodgers 6, Padres 0.
Padres sixth. Headley walked. Grandal singled to left, Headley to second. On Capuano's wild pitch, Headley to third, Grandal to second. Guzman fouled out to first baseman Ad.Gonzalez. P.Rodriguez pitching. Alonso struck out. Ev.Cabrera infield single to third. Quentin pinch-hitting for Parrino. J.Wright pitching. Quentin was hit by a pitch, Headley scored, Grandal to third, Ev.Cabrera to second. Richard pinch-running for Quentin. Amarista pinch-hitting for Mikolas. Amarista grounded into fielder's choice, first baseman Ad.Gonzalez to shortstop H.Ramirez, Richard out.
1 run, 2 hits, 0 errors, 3 left on. Dodgers 6, Padres 1.
Dodgers eighth. Layne pitching. E.Herrera pinch-hitting for Jansen. E.Herrera singled to center. Punto singled to center, E.Herrera to second. Ethier grounded into fielder's choice, shortstop Ev.Cabrera to second baseman Amarista, E.Herrera to third, Punto out. Kemp safe on fielder's choice and Amarista's error, E.Herrera scored, Ethier to second. Ad.Gonzalez lined out to first baseman Alonso. On Alonso's error, Ethier to third, Kemp to second. H.Ramirez struck out.
1 run, 2 hits, 2 errors, 2 left on. Dodgers 7, Padres 1.
Padres eighth. Belisario pitching. Guzman struck out. Alonso doubled to right. Ev.Cabrera walked on a full count. Kotsay pinch-hitting for Layne. Kotsay doubled to center, Alonso scored, Ev.Cabrera scored. Amarista struck out. Venable pinch-hitting for Denorfia. Venable singled to center, Kotsay scored. Maybin struck out.
3 runs, 3 hits, 0 errors, 1 left on. Dodgers 7, Padres 4.
Dodgers ninth. Venable in as right fielder. Burns pitching. Victorino doubled to right. L.Cruz grounded out, shortstop Ev.Cabrera to first baseman Alonso, Victorino to third. A.Ellis struck out. B.Abreu pinch-hitting for Belisario. On Burns's wild pitch, Victorino scored. B.Abreu singled to right. B.Abreu stole second. Punto grounded out, second baseman Amarista to first baseman Alonso.
1 run, 2 hits, 0 errors, 1 left on. Dodgers 8, Padres 4.


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Thirty-five days hath September, April, June, and November. That, at least, was how Computer Associates International Inc. (CA), the world's fourth-largest independent software manufacturer, used to view its sales calendar. And a rosy view it was — if you were among the executives who received millions of dollars in bonuses that were tied, ultimately, to quarterly results distorted by those 35-day months. The backdating of contracts triggered a whopping accounting scandal that resulted in indictments and resignations at the highest levels, including the CEO, CFO, and several other finance executives.
The tumult also created a job opening for Jeff Clarke, the former CFO of Compaq Computer and, following Compaq's merger with Hewlett-Packard, an executive vice president at HP. Clarke was brought into CA as CFO in early April with a mandate to clean house and restore credibility. "My role is to ensure that we have a zero-tolerance policy to anything that might harm our integrity, governance, or accounting," he says. "CA will be a customer-focused company that will set the gold standard for integrity on a go-forward basis."
Ironically, "gold standard" was the clichÉ that then-company CEO Sanjay Kumar used in a speech on corporate governance several months before Clarke arrived, a speech in which he noted that "companies are making greater demands on their [boards of] directors." In April, CA made a sizable demand: that Kumar step down as CEO. He briefly adopted the title of chief software architect (see "Past and Present Tense," at the end of this article), and board member Kenneth Cron was named interim CEO. The company also named Clarke as its new COO; at press time, he retains the title of CFO, but a search is on to fill that position.
Whatever his title, Clarke seems to have what it takes to, as Sagient Technology Group analyst Kim Caughey puts it, "stop the madness" at CA. An 18-year technology-industry veteran, Clarke served in senior-management positions at Digital Equipment Corp. before joining Compaq, where, in addition to serving as CFO, he was co-leader of the merger with HP. "From an operational and integration standpoint, it's pretty hard to find fault in anything about the merger, and he was one of the prime movers in making it happen," says Gordon Haff, a senior analyst with Illuminata Inc. "He's shown he can clearly deal with difficult challenges."
Installment Plan
Clarke had barely finished unpacking at CA when nine finance and legal staffers were fired from the company. Three senior executives, including former CFO Ira Zar, had just pleaded guilty to conspiracy to commit securities fraud or conspiracy to obstruct justice. New CA chairman Lewis S. Ranieri quickly made Clarke COO, saying that Clarke's "superior operations and management experience" made him well suited for the role.
Aside from the obvious need to restore financial credibility with investors and financial partners, industry watchers believe that Clarke's biggest challenge will be to hang on to customers. "As he tries to clean up, he has to keep an eye on the customer," says Caughey. "CA has to reach out to them by having the right product and the right value in the product."


text: Rebuild Pastures for Drought-Stressed Cows Feeding cows hay now allows grass to recover, allows more nutrition when grazing later Published on: Oct 1, 2012 Tweet Post to Your Wall. Email Story RSS Permalink Print University of Missouri Extension specialists urge continued feeding of hay to allow pastures to rebuild root reserves to prepare grass for strong growth next spring. "It's tempting to turn cows onto new fall growth when rains return after a drought," says Rob Kallenbach, MU forage specialist. There's another reason to hold off, says Justin Sexten, MU beef nutritionist. Cows will need high-quality grass when winter brings wet and cold weather. The grass growing this fall can be stockpiled in pastures for winter grazing.Feeding hay in the fall and saving the new green grass for winter can result in more feed for drought-stressed Missouri cow herds. "Also, feeding hay in fall is easier than in winter," Sexten adds. "This winter, cows will harvest the stockpiled grass pasture. You don't have to start your tractor." The save-the-grass message is one of many tips offered at MU field days and farmer meetings. The theme is: "Life after drought." At meetings, Sexten demonstrates adding hydrated lime to cornstalks to break down tough cellulose to release nutrients stored in the corn stover. Also, poor-quality baled hay can be sealed under a plastic tarp and treated with anhydrous-ammonia gas to boost protein content and improve digestibility. Save it for later, when cows need it most Cows turned into pastures now will nip off grass as it grows, Kallenbach says. That harms pastures stunted by summer-long drought. "Let the grass grow as long as there is sunshine, heat and available water." It seems counterintuitive, now that grass growth has returned, Kallenbach admits. But weak stands of grass need fall growth to rebuild reserves for next spring. During this recovery phase, fall growth can be stockpiled and grazed later. Sexten adds that fall stockpile grass contains more nutrition than the hay. "Cows will need that higher-quality grass when the weather turns cold."


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MOSCOW — Every year, about 25 million passengers enter Sheremetyevo Airport, and usually they come out again. Not Edward Snowden. The guy made famous by telling secrets — about U.S. surveillance programs — has managed to keep his own whereabouts hush-hush.
Somehow, he has made himself lost for nearly 12 days in a mile-long transit corridor dotted with six VIP lounges, a 66-room capsule hotel, assorted coffee shops, a Burger King and about 20 duty-free shops selling Jack Daniel's, Cuban rum, Russian vodka and red caviar that costs four times as much as it does in the city.


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Avoiding the lull after the storm – Reflections on the ending of library school and the job hunt
30/05/2012 § 15 Comments
Like many here on Hack Library School, I've been super busy with finals and the stress of graduating (see my two previous posts from earlier this year). Now that I've passed through the crucible of my last term, I've found myself in another tricky spot: the job hunt. I'm fortunate in that I have a job and a place to live for the summer while I find myself gainful employment, but if I didn't have those two things, I'd be up the creek. I thought I would offer some advice based on my experience and give you some great websites to look at before and during your own job hunt.
Any term is stressful, but oftentimes the last term is more so. I found myself taking some of the most difficult classes I've ever taken, in a leadership position in our student organization, and working nearly 45 hours a week. This is not a good environment to conduct a job hunt in. If your last term looks similar, apply for jobs, but just don't be disappointed if you only are able to get out 1-2 applications a week. If you're jobless at the end of it, don't feel bad either. Most of my friends have found jobs, but it's just taken them a bit after finishing. If you can't avoid the hectic final term, try spending time thinking about a system you can use when you're done to take on the job hunt. When you finish and give yourself a week to breath again, then dive in full bore.
To avoid the sand trap I found myself in, I highly recommend planning your library school experience so that your most difficult term is the term before your final term. Taking one of the most difficult classes in your program while working and trying to find a job isn't any fun–trust me. If you plan it out right, your last term should have something interesting and a full helping of some form of practicum, but nothing that gives you grey hair like my databases class did.
In addition to the advice on course scheduling, I'd like to share some of the better websites I've found to help you with your job hunt.
I Need A Library Job is a favorite amongst the Hackers here. It's an email/website listing job boards, resources, and postings of library jobs. In addition it also has articles on the job hunt and interviews with a variety of people, including some of us.
Hiring Librarians is essential reading for anyone who is engaging in a library job search. It's not job postings, but it is interviews and data about what people are looking at and for when they see your application. It's the best library related job search website out there. However you conduct your job search, book mark and regularly read this blog.
Letters to a Young Librarian is a blog I just discovered. It's a really interesting blog aimed at people just entering the profession. The posts cover a variety of subjects but include things related to the job hunt.
Libgig is a searchable database of library jobs; it's sort of a meta job search engine. I'm recommending it not so much for that key feature as for the articles that it frequently links to on its main page.
Check out this group post from In The Library With The Lead Pipe.
There's also a great post on the job hunt complete with spread sheet that Heidi posted way back at the start of this blog. I highly recommend checking out her post and using her sheet, which I used as the basis of a database I constructed for my job hunt but never used (I just like making databases).
Update — Annie just shared this article with me from Library Journal. I think it's definitely worth your time to read.
§ 15 Responses to Avoiding the lull after the storm – Reflections on the ending of library school and the job hunt
Indeed.com is also a great resource for people looking for non-traditional LIS job opportunities.
i strongly recommend devoting a chunk of time to finding as many library related job sites that you can (for example, all the public libraries in the state you want to live in, all the universities in that city you think would love, specialized job lists for your specific brand of librarianship) and aggregating their RSS feeds into google reader (or your other favorite RSS reader). it saved me so much time in my job search and got me multiple interviews in my final semester, my first library job, and my second library job.
Great advice, Zack. I think it's important to remember to b.r.e.a.t.h.e. It feels frantic, especially if you don't know what you're going to do without a job, but first things first, and completing school is the most important part; especially since the job you want requires the degree.
Best of luck to you! (and thanks to the shout out to our group post.)
[...] background-color:#222222; background-repeat : repeat; } hacklibschool.wordpress.com – Today, 11:21 [...]
Great list! For the archivists, ArchivesGig is definitely required reading too.
Fantastic post with great resources, Zack! I'll definitely be bookmarking all of the stuff on here.
[...] Avoiding the lull after the storm – Reflections on the ending of library school and the job hu… Share this:TwitterFacebookLike this:LikeBe the first to like this post. Leave a Comment by Jen Gallagher on June 5, 2012 • Permalink Posted in Blogs, Monthly News Roundup, Uncategorized Tagged ambition, Blogs, library, library school, masters, meetings, postgraduate, Prezi, reflection [...]
Thanks to my father who informed me about this blog, this webpage is truly remarkable.
[…] Avoiding the lull after the storm – Reflections on the ending of library school and the job hunt […]
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ImagesSee All 33 Images
VideosSee All 8 Videos
Metroid creator Sakamoto on Other M, WarioWare
GDC 2010: Nintendo software group manager talks mood, creating games for different audiences, and how Dario Argento influenced Metroid.
Shippin' Out August 13-17: Madden, Metroid, Hexic 2
The second-half of 2007 game blitz kicks off this week, as Electronic Arts officially puts its annual footballer in the game.
Classic NES Series 2 ships
Metroid, Dr. Mario, Zelda II, Castlevania now available for the GBA in all their 8-bit glory.
Famicom Mini sales top 2.7 million
Nintendo's classic NES games for Game Boy Advance have sold big in Japan since their February launch.
Gunpei Yokoi honored with lifetime achievement
The creator of the Game Boy will be honored at the Game Developers Conference.
Metroid movie in the works?
The film rights to Nintendo's Metroid series are reportedly sold off.
Recent Forum ActivityGo to Metroid Discussion
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The 2013-2014 quaterly programs for the Trinitaires is based on the same leaflet with a T-cutted cover as the past years (see older posts for more details). For each one, illustrations are a serie of basic photographies of a body. … Continue reading
Culbute Photography serie. Photographies are gathered together in a tabloid and can be sorted differently or dunfolded to see the whole character. Limited 50 copies tabloid, 2013. 10.00 € BUY
FVZ books
Série of three travel photo books.
Photo shooting for Stellar kinematics music label.
l'école d'architecture
The book is about the architecture school' building in Nancy, designed by Livio Vacchini and Christian François. Client: ENSAN Editions Jean Michel Place, Collection particulière / Architecture, 2013 68 pages 125×175 mm
Home-made table. plateau : Bois poncé, verni (vieille planche trouvée dans le grenier). piétement : métal soudé, ciré. chaussettes : Silicone moulé.
Trinitaires 2013
The 2013 quaterly programs for the Trinitaires is based on the same leaflet with a T-cutted cover as the past years (see older posts for more details). For each one, illustrations are a serie of basic photographies of a body. … Continue reading
Arsenal 13-14 (programs)
Client: Arsenal, concert venue in Metz. Celebrating the 25th anniversary of the place, we decided to work on a kind of potpourri of our 5 past years collaboration. We reclycled concepts and graphic options of the past seasons for the … Continue reading
Arsenal 13-14 (posters, flyers, …)
Client: Arsenal, concert venue in Metz. Celebrating the 25th anniversary of the place, we decided to work on a kind of potpourri of our 5 past years collaboration. We reclycled concepts and graphic options of the past seasons for the … Continue reading
Guide BAM
Type: Leaflet Format: 13.2×20.9cm, 20 pages, 3xPantone Client: EPCC Metz en Scène / BAM BAM is the future new music venue in Metz. This leaflet presents the building and the global project. The leaflet design and logo is inspired by … Continue reading
Signalétique ENSAN
La signalétique de l'Ecole Nationale d'Architecture de Nancy a été réalisée après une résidence de recherche in situ. Elle répond à une grille très stricte basée sur l'échelle Modulor de Le Corbusier, échelle qui régit l'architecture du lieu, dessiné par … Continue reading
Suinté Photography serie & tabloid. Limited 50 copies tabloid, 2013. 10.00 € BUY
Patrimoines invisibles
TYPE: Exhibition catalog FORMAT: 13.5×21.5, 96 pages, CMJN EDITION: Maison de l'Architecture de Champagne-Ardenne Author : Karine Thilleul Designed in collaboration with Miguel Costa cover is mat outside which contrasts with the very glossy touch of its opposide side. Leaflets … Continue reading
Les absents
TYPE: Catalogue de l'exposition photo "les absents" FORMAT: A4, 32 pages, couleur EDITION: My monkey 2012 Designed in collaboration with David Vallence Photos by : Alice Meyer, Andy Rankin, Anne Breton, Anne Selig, Antoine Foré, Arnaud Vezain, Baptiste Vandaele, Célia … Continue reading
Edition pour l'anniversaire des 10 ans de My monkey. FORMAT: 14.5x24cm, 128 pages, couleur EDITION: my monkey 2012 TYPE: Papier recyclé, encre thermo sensible, pages non massicotées. En collaboration avec Miguel Costa & Frédéric Rey.
Kolb Banque
Installation in the Kolb Bank, based on society data and history.
Le livre sur la place
Global identity for a local book fair in Nancy, september 2012. Illustrations by Jochen Gerner. In collaboration with Frédéric Rey.
Trinitaires 2012
As for the 2011 season, I still do a kind of "action-typography" for the quaterly programs, processed when client call for the new work… n°10. Chocolate & fingers session january to march 2012 quaterly program. When client contacted me for … Continue reading
Leaflet listing contemporary art spaces all over the Lorraine area.
Dom Loupvent
Art direction and graphic design of "Dom Loupvent, voyage d'un lorrain en terre sainte", a webdocumentary that tells the great adventure of a monk travelling from the east of France to Jerusalem in 1531. The webdocs is composed in three … Continue reading
Jean Prouvé constructeur
Space design, visual identiy guidelines, graphic and typography design for the permament exhibition about Jean Prouvé's carreer as an engineer/designer at Musée de l'Histoire du Fer, Jarville, France. Acting like archeologists, we explored a bunch of documents edited by Les … Continue reading
Arsenal 12/13 (posters)
Arsenal is a classical venue in Metz. Here are some of the 2012/2013 season posters and flyers.
Arsenal 12/13 (prog)
Arsenal is a classical venue in Metz. For the 2012/2013 season annual program we designed a booklet with pre-cutted cover that allows user to use strips as boomarks.
Savez-vous compter ?
Poster, invitation, wall design fot the exhibition "Savez-vous compter?" (Can you count?) @ Musée de l'Histoire du Fer, Jarville.
Serie of A6 flyers for Gallery My monkey. Printed on thin recycled paper.
Les absents
10×21 flyer for My monkey gallery's call for project "Les absents".
TASTE is an event about food and taste wich is held simultaneously at Arsenal, Cente Pompidou-Metz, FRAC Lorraine in Metz and Nest in Thionville. We designed a single poster printed on both sides that is pre-cutted in various format to … Continue reading
Trinitaires 2011
For the 2011 season, we designed new improved layout with new font and decided to shoot pictures based on "action-typography" processed when client call for the new work… 1. Bordeaux & Korea session End 2010 program. I was in Incheon, … Continue reading
Destiny's child
7 cards game incised opalescent glass & SG 198 resin 87x57x2 mm each 12 ex. "Rules 1. write your dreams or hopes with a felt pen on the six cards of glass. 2. Build a castle (take care to place … Continue reading
Iceland 2011
13 roads
Iceland 2011
Iceland 2011
Green land
Iceland 2011
Walking men
Iceland 2011
Slithers II
Iceland 2011


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Availability: Ebb Tide Resort Oceanfront
Please enter your travel dates.
Standard Room, 1 Queen Bed, Non Smoking
- One Queen Bed
Standard Room, 2 Double Beds, Non Smoking
- Two Double Beds
Standard Room, 1 King Bed with Sofabed, Oceanfront
- One King Bed
Waterfront hotel with an outdoor pool
This Pompano Beach hotel is located by the ocean, set on a private beach within a short distance of Pompano Beach Fishing Pier, Pompano Beach Amphitheatre, and Pompano Beach Municipal Golf Course. Local attractions also include Pompano Square and Anglins Fishing Pier.
Hotel Features
Guests at this beach hotel will appreciate convenient onsite amenities such as a playground and barbecue grills.
Room Amenities
In addition to refrigerators and microwaves, guestrooms feature coffee/tea makers along with phones and televisions.Information missing or incorrect? Tell us!
Ebb Tide Resort Oceanfront Amenities
- General
Ebb Tide Resort Oceanfront features a private beach and an outdoor pool. Public areas are equipped with complimentary high-speed wireless Internet access. This beach hotel also offers barbecue grills, a picnic area, and laundry facilities.
- Total number of rooms - 24
- Number of floors - 2
- Barbecue grill(s)
- Free Wi-Fi
- Beach/pool umbrellas
- Laundry facilities
- Picnic area
- Luggage storage
- On private beach
- Safe-deposit box at front desk
- Free outdoor parking
- Year Built 1952
- Number of buildings/towers - 2
- Swimming pool - outdoor
- Internet
Available in some public areas: Free Wi-Fi
- Parking
Free outdoor parking
- Room Amenities
- Phone
- Microwave
- Refrigerator
- Coffee/tea maker
- Television
- Recreation
Recreational amenities at the hotel include a private beach and an outdoor pool.
Children under 16 years old are not allowed in the swimming pool without adult supervision.
The recreational activities listed below are available either on site or nearby; fees may apply.
- Golfing nearby
- Golf - driving range nearby
- Golf - miniature nearby
- Motor boating nearby
- Windsurfing nearby
- Boat launch nearby
- Dock nearby
- Snorkeling nearby
- Boating nearby
- Surfing/boogie boarding nearby
- Rowing or canoeing nearby
- Kayaking nearby
- Sailing nearby
- Scuba diving nearby
- Water skiing nearby
- Rowboats nearby
- Running track/path nearby
- Volleyball nearby
- Bicycle rentals nearby
- Scooter/moped rentals nearby
- Parasailing nearby
- Helicopter/airplane tours nearby
- Fishing nearby
- Personal motorized watercraft nearby
- Golf lessons available nearby
- Playground on site
- Shuffleboard on site
- Swimming on site
Ebb Tide Resort Oceanfront Policies & Fees
- Payment types
Accepted at this hotel: American Express, MasterCard, Visa
- Pets
Pets allowed, Maximum number of pets per room 2, Pet maximum weight in lb is 50
- General
Extra-person charges may apply and vary depending on hotel policy.
Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
- Fees
- The following fees and deposits are charged by the property at time of service, check-in, or check-out.
The above list may not be comprehensive. Fees and deposits may not include tax and are subject to change.
- Pet fee: USD 75 per room, per stay


text: Is there a way to maintain an edge or wifi connection while the phone is idle? I was hoping to use beejiveIM and backgrounder to keep a constant connection to AIM so that I'd be notified whenever an IM arrives. It works for a little while, but soon after the phone idles, the wifi or edge shuts off and I don't receive any new messages till I interact with the phone in some way. Is there a cydia tool or setting that allows you to maintain a constant connection despite the phone locking or going idle, or is this just a pipe dream for now.


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Details of the study: The survey was conducted during April 1-5 for four three-day periods in May, finding prices for the cheapest available double room in two-star hotels or better located within one mile of the city center or very close to the city's main visitor attractions. Rate data were developed from searches of leading hotel-booking sites Expedia, Priceline and Orbitz. Among the findings:
- Bio | E-mail | Recent columns
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- Some of the best resort pools in Florida
- Checking In: A guide to the hottest South Florida hotels
- Pictures: Forbes Travel Guide's 4- and 5-Star destinations in Florida
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-- Other cities with average budget hotel rates more than $100 a night were Philadelphia ($154), Washington ($145), New Orleans ($117), Chicago ($116), Houston ($108), St. Louis ($104), and Tampa ($102).
As the study notes, you can usually avoid really high prices in even expensive cities by heading to the suburbs. But that move entails tradeoffs of lower hotel bills against more time and money to get to the places you really want to see. In any case, not many of you are going to decide where to go strictly on hotel costs: If you're interested in colonial historical sites, you don't go to Vegas because it's cheaper.
In a related question, a reader wanted to know if the big online hotel discounters are "legit, reliable, and trustworthy." She cited what appear to be misleading "best-rate" claims by the big agencies and wondered if she should instead book with an established agent such as American Express, AAA, or a local travel agency and pay higher rates? And she asks, "Are the savings worth the risks?"
Although only she can make a final decision, some conclusions are fairly clear:
The top online agencies, such as Expedia, Hotwire, Orbitz, and Travelocity have shown themselves to be what most people would consider "legit." You reserve; you get the room.
As to "reliable and trustworthy," that's a matter of definition. Yes, they reliably deliver on the specifics of the prices and bookings they make and you can generally trust them to complete the deal you select. But does each always deliver the "best" prices? If they all quote the same price, which they often do, then you can assume it's as good as you're going to get -- unless, that is, you go through a "Flash sale" or "opaque" agency.
You can lower your risks of overpaying by using a price comparison tool such as SmarterTravel's BookingBuddy (www.bookingbuddy.com/) or a comparison site such as Kayak. And you can always double-check with the hotel's own site.
The most frequent complaints I've heard about online agencies originate when travelers face a problem. Then, all too often, the agency and hotel will each claim it's "the other guy's fault," and neither will address the problem directly.
And that brings us to the reader's final question about using a full-service travel agency. My take here is that travel agencies seldom, or ever, beat the online discounters' prices, but they offer more in the way of service. And service, not price, is the reason those travel agencies continue to thrive in the Internet age.
Send e-mail to Ed Perkins at email@example.com. Perkins' new book for small business and independent professionals, "Business Travel When It's Your Money," is now available through www.mybusinesstravel.com or www.amazon.com


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Cultural Resources OfficeThe Cultural Resources Office (CRO) works with property owners, neighborhoods, City departments, public agencies and elected officials to preserve our City's historic and cultural heritage. Under applicable standards and ordinances, the Office reviews:
- exterior changes to City Landmarks and buildings in City Historic Districts;
- demolitions in Preservation Review Districts and National Register Historic Districts;
- projects funded by the City or that affect City-owned property
- City projects funded by the Department of Housing and Urban Development.
CRO Satellite Office
The Office maintains a satellite office, CRO Hotspot, located at City Hall in Room 421, down the hall from the Permit Section. CRO Hotspot was established to assist citizens with over-the-counter applications and permit review. The staff is also available to assist in planning rehabilitation projects and to answer questions about historic district requirements.
St. Louis Preservation BoardThe Preservation Board is a nine-member panel of citizens and design professionals appointed by the Mayor and charged with ensuring that the historic and cultural character of the City's designated districts and landmarks is preserved. The Board:
- recommends historic district and landmark designations;
- advises City Administration and the Board of Aldermen on preservation issues;
- reviews major development proposals in historic districts;
- hears appeals of decisions by the Cultural Resources Office.
The Preservation Board meets on the fourth Monday of every month at 4:00 P.M. at our offices at 1520 Market Street, Suite 2000. Meetings are open to the public and fully accessible. A preliminary agenda is posted at the link above about two weeks before each meeting; the final agenda is posted there several days in advance.
Contact Information
Phone: (314) 657-3865
8:00 AM to 5:00 PM Mon-Fri
1520 Market Street , Suite 2000
Saint Louis, Missouri 63103
SE corner of Market and 15th Street
Get directions to this address